Bridge to Career in Human Services Intersects with PATHS: Postsecondary Education Program with supports Bridge to Career in Human Services is a postsecondary certificate program offered by the Center on Disability and Development at Texas A& M University. It is supported by a grant from the Texas Council for Developmental Disabilities. TCDD/ $225,000 and TAMU/CDD $80,476 By Cheryl Grenwelge, Ph.D. Jeff Garrison-Tate, M.Ed. Song Ju, Ph.D.

Presentation Objectives Participants will: Have a better understanding about postsecondary education access for students with ID/DD Gain understanding of Bridge to Career in Human Services program at TAMU Acquire the necessary resources and understanding to assist youth with ID/DD to access the Bridge to Career in Human Services program Acquire the necessary understanding to share PATHS program information with high school youth

Definition of DD IN GENERAL - The term 'developmental disability' means a severe, chronic disability of an individual that: is attributable to a mental or physical impairment or combination of mental and physical impairments; is manifested before the individual attains age 22; is likely to continue indefinitely; results in substantial functional limitations in three or more of the following areas of major life activity: –Self-care; –Receptive and expressive language; –Learning; –Mobility; –Self-direction; –Capacity for independent living; and –Economic self-sufficiency; and reflects the individual's need for a combination and sequence of special, interdisciplinary, or generic services, individualized supports, or other forms of assistance that are of lifelong or extended duration and are individually planned and coordinated.

Connected Populations Persons with: Intellectual Disabilities Autism Cerebral Palsy

Postsecondary Education (PSE) Stats Findings from NLTS-2 longitudinal study with a sample of students with disabilities ages noted that 39% of high school graduates enrolled in postsecondary education.

PSE Stats (continued) 23.6% -The percentage of non-institutionalized, male or female, with a cognitive disability, ages 21-64, all races, regardless of ethnicity, with all education levels in the United States who were employed in 2010 (Cornell University). Only 50% of students with I/DD post high school are competitively employed or enrolled in postsecondary education - Post-Secondary Education Research Center (PERC). Info on options and trends; funded by OSEP.

Steps to Creating PSE Access Bridge to Career in Human Services Establish key stakeholder support Establish interagency team Facilitate family participation Identify postsecondary & employment resources Determine funding strategies Evaluation as part of program development

Bridge To Career In Human Services Description: Bridge to Career in Human Services (hereafter referred to as Bridge to Career) program that provides individuals with intellectual and developmental disabilities (ID/DD) access to an inclusive postsecondary education program, which prepares them for employment in the field of health and human services.

Bridge To Career In Human Services Program Elements: Project Advisory Committee Enrichment Courses Wraparound Supports Additional Support Training Funding Support

Bridge to Career in Human Services Program Self Determination Training Accessing Supports on Campus Accessing Supports off Campus Person Centered Planning Mentor Program Funding Support for Early Arrival

Wraparound Services Wraparound services are: comprehensive and address multiple life domains across home, school, and community, including living environment; basic needs; safety; and social, emotional, educational, spiritual, and cultural needs.

Bridge to Career in Human Services Program will support individuals with Developmental Disabilities to access and be successful for the PATHS Certificate Program at The Center on Disability and Development at Texas A&M University

Fully Inclusive Postsecondary Certificate Program offered by the Center on Disability and Development at Texas A&M University Postsecondary Access and Training in Human Services: PATHS

Post Secondary Healthcare Certificate Program Principles Needs Of The Field High Turnover Rate Shortage of Personal Care Attendant s Unified Training Program Career Choice Through Person- Centered Planning Other Career Choice Needs of People with Disabilitie s Limited Employm ent Options Limited Qualified Person- Care Attendant s Limited Post Secondar y Options Certification from Texas A&M CDD & Statewide Partners Process Collaborat ive Stakehold ers DARS, DADS, Communi ty College, PAC, Texas A&M, Advocate s, Think College Research Based Develop Model Develop Inclusive Curriculu m Evaluatio n of the Program Diverse Funding State Agency Higher Education Act Texas A&M Center on Disability and Developm ent

Mission: PATHS PATHS offers extensive training to prepare graduates to be exceptional Direct Support Professionals who support people to actualize their goals and dreams in community.

What is a Direct Support Professional? A person who supports other people with disabilities and older people to live in their communities. A Direct Support Professional sees their work as a career, not just a job. A Direct Support Professional actively uses person centered tools and practices when supporting others. A Direct Support Professional believes and practices equity in relationship with the people they support.

What is a Direct Support Professional? A Direct Support Professional has successfully completed intensive training that includes and exceeds mandated state training. A Direct Support Professional is an active member of the planning team for the person they support, if invited. A Direct Support Professional leads through example. A Direct Support Professional values all people and is sensitive to the cultural differences of others.

What is a Direct Support Professional? A Direct Support Professional seeks additional training opportunities. A Direct Support Professional listens carefully to behavior and discovers what the person is communicating and how best to support the person. A Direct Support Professional creates opportunities for the person they support to build relationships with others based on what is important to that person. A Direct Support Professional seeks every opportunity to support a person to be seen a valued member of their community.

PATHS Guiding Principles: PATHS is inclusive and recruits students from a wide range of experiences and cultural backgrounds. PATHS reflects the NADSP Code of Ethics and is provisionally accredited by the NADSP. Thus raising the standards in Texas for the Direct Support Professional position. Supporting others as a Direct Support Professional is a career. People with disabilities who choose a career as a Direct Support Professional bring their own set of unique experiences and skills to the position. Graduates will be employed as Direct Support Professionals Partnerships with other entities that support people with disabilities and older people in community settings are critical to the success of the PATHS program.

PATHS Admissions Process: Submission of Application High School Degree/GED No Criminal Record (Background Checks) 2 References Essay from Applicant –Volunteer experiences –Paid Work Experiences –Interests and experiences in supporting others with disabilities or the elderly Interview with PATHS Development Team Funding Review

PATHS Admission Decision Criteria: Timely submission of all materials Pass criminal background check Review of volunteer, paid work and experiences supporting others with disabilities Review of references Review of student essays Face to Face interviews Follow through with expectations*

First Semester Curriculum: Fall Semester (Starts late August) Video-taped classes from 9 to 12 three or four days a week Institute on Person Centered Practices Broad Range of Speakers Visit the Assistive Technology Lab Attend the BV Disability Resource Team Meetings Attend professional conferences

PATHS First Semester Curriculum: Continued Extensive Online lessons (College of Direct Support Professionals) Reflections and Power Point Presentations Site Visits to 5 different Community-based work settings Volunteer Activity outside of class time Social/Cultural Activity outside of class time

PATHS Competency Determination: Reflections (15%) CDS Quizzes (15%) Person-Centered Practice Tools (10%) Site Observations: 10% Cultural/Volunteer Activities: 10% Final Presentation: 20% Professionalism: 20%

Second Semester: Supervised Practicum Placement Support Paid Supervised by Program Staff Mid-Term Evaluation Final Evaluation Long Term Employment

Additional Supports: PATHS Weekly Advisor meetings Tutoring BVCIL Partnership Additional meetings with Advisors Additional support from Instructors during class time Mentor support

PATHS Student Background Information: 8 Students from outside of Brazos County 11 Funded through DARS Represented wide range of abilities, disabilities, and learning styles: Traumatic Brain Injury, Intellectual Disability, Down Syndrome, Autism, Learning Disability, and Cerebral Palsy. Focus on learning style, not disability. Diversity in age, sex, heritage and economic status.

PATHS 2011

Bridge to Career in Human Services Program Program will serve as a “Net” of support for PATHS students with more significant disabilities.

Additional Supports: Bridge to Career in Human Services Program Enrichment Courses Wraparound Supports Additional Support Training Funding in conjunction with costs of additional supports for more students with significant disabilities

Steps to Involvement Include: Review the programs websites Provide information to parents and students, others out of high schools Establish Interest in this field Apply to program by 4/15 If eligible for Bridge to Career in Human Services program supports -Prepare to be in College Station by 6/30/2013

For more information about the Bridge to Career and PATHS, please contact us at or call Press “3” or access the websites: paths.tamu.edu B2C.tamu.edu

QUESTIONS ??

Resources Center on Disability and Development at Texas A&M – Texas Council for Developmental Disabilities Think College - Transition to College

Resources National Postschool Outcome Center Institute for Community Inclusion; Database, TA, newsletter; funded by NIDRR, ADD, OSEP. The National Secondary Transition Technical Assistance Center -